Purpose: The purpose of this paper is to highlight three preschool teachers and three child nurses’ views on the educational work tool pedagogical documentation and Reggio Emilia educational philosophy, often associated with pedagogical documentation. Preschool teachers and child nurses’ are all employees under the same pre-school director, and works on three preschools located in the same area. The purpose of the selection of respondents is based on highlighting how far the staff describes the concept of educational documentation, and pedagogy of Reggio Emilia, and how far their statements are consistent with each other or not. Questions: The thesis is based on three questions; How does preschool teachers and child nurses’ describe pedagogical documentation? How does preschool teachers and child nurses’ describe the Reggio Emilia pedagogical philosophy? If there are differences between the preschool teachers and child nurses’, what could these mean for the pedagogical documentation in preschool? Method: The study is based on empirical data collected through qualitative interviews. The empirical material is based on six qualitative interviews with three preschool teachers and three child nurses’, who are in an organization which is inspired by Reggio Emilia. Main theoretical approach: The essay consists of three main theories, Piaget, Dewey and Vygotsky. The theories are the basis of the analysis, together with previous research and the six qualitative interviews that are conducted in the context of the essay. Result: The study's results and answers to the questions are presented in the final discussion. Our results demonstrate the difference between preschool teachers and child nurses' perception of what pedagogical documentation means for business, children and staff, and the Reggio Emilia educational philosophy.